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To Begin…. Please get out paper for your Chapter 35 quiz. When you finish, turn it in and pull out the WW2 on the home front “Evidence Statement” chart and your notes from last class. Please remember that the UNIT 6 EXAM is next class.

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To begin
To Begin…

  • Please get out paper for your Chapter 35 quiz.

  • When you finish, turn it in and pull out the WW2 on the home front “Evidence Statement” chart and your notes from last class.

  • Please remember that the UNIT 6 EXAM is next class.


  • Don’t forget to register for AP Exams by Tuesday March 20th

    • You must use the Total Registration site

    • You must pay at the time of registration unless you qualify for Free/Reduced lunch

  • Remember that JRP annotated bibliographies are due March 6/7

    • Submit one copy to your English teacher, unless you don’t have AP English (then to me)


  • Discuss the document :

    • What was life like in the camps?

    • Why were these camps created?

    • Was this an appropriate action for the U.S. government to take?

Imprisoned here for a long, long time,

We know we’re punished – though we’ve committed no crime,

Our thoughts are gloomy and enthusiasm damp,

To be locked up in a concentration camp.

Loyalty we know, and patriotism we feel,

To sacrifice our upmost was our ideal,

To fight for our country, and die, perhaps;

But we’re here because we happen to be Japs.

We all love life, and our country best,

Our misfortune to be here in the west,

To keep us penned behind that DAMNED FENCE,

Is someone’s notion of NATIONAL DEFENSE!

That Damned Fence (circulated at Arizona internment camp)

They’ve sunk the posts deep into the ground

They’ve strung out wires all the way around.

With machine gun nests just over there,

And sentries and soldiers everywhere.

We’re trapped like rats in a wired cage,

To fret and fume with impotent rage;

Yonder whispers the lure of the night,

But that DAMNED FENCE assails our sight.

We seek the softness of the midnight air,

But that DAMNED FENCE in the floodlight glare

Awakens unrest in our nocturnal quest,

And mockingly laughs with vicious jest.

With nowhere to go and nothing to do,

We feel terrible, lonesome, and blue:

That DAMNED FENCE is driving us crazy,

Destroying our youth and making us lazy.

Video Clip


Opportunities and obstacles for minorities at home japanese internment
Opportunities and Obstacles for Minorities at Home**Japanese Internment**

  • Drawing from the PD and the video clip, develop an “evidence statement” using evidence based on opportunities and obstacles (Japanese Internment) to support the assertion.


Opportunities and obstacles for minorities at home japanese internment1
Opportunities and Obstacles for Minorities at Home**Japanese Internment**

  • Japanese

    • Executive Order 9066

      • Internment Camps

      • immigrants and citizens

      • West Coast residents

      • upheld as constitutional

      • paid reparations



Ww2 conferences
WW2 Conferences

  • Casablanca (Jan. 1943):

    • Churchill and Roosevelt

    • Increase pressure on Japan; demand unconditional surrender

  • Tehran (winter 1943):

    • Churchill, Roosevelt, Stalin

    • Agreed to open Western and Eastern front against Germany

  • Yalta (Feb. 1945):

    • Churchill, Roosevelt, Stalin

    • occupation zones

    • free and fair elections

    • Soviet entry on Pacific front

  • Potsdam (July 1945):

    • Churchill, Truman, Stalin

    • Russia agreed to enter against Japan; must accept unconditional surrender or face prompt and utter destruction

How and by whom should war time decisions be made?

What should be the primary concerns when making wartime decisions?


  • It’s 1939, and President Roosevelt has received a letter from Albert Einstein alerting the U.S. that Germany might be building an atomic bomb (although some scientists say such a feat is impossible) and detailing the significant destruction such a weapon could cause.

    Would you advise the president to begin a U.S. program dedicated to the development of an atomic bomb?


Unit 5 debate
Unit 5 Debate from Albert Einstein alerting the U.S. that Germany might be building an atomic bomb (although some scientists say such a feat is impossible) and detailing the significant destruction such a weapon could cause.

Question: The United States’ decision to drop atomic bombs on Japan was a “necessary evil”?

B1: Lauren v. Q

B2: Rebecca/Grant v. Amelia/Max

B4: Hallie/Steven v. Lily/Mathew

  • Initial Vote

  • Opening statements (follow-up vote)

  • Direct questions

  • Audience questions

  • Closing statements

  • Final Vote and debrief

1 – to vote yes

2 – to vote no


Little boy and fat man
Little Boy and Fat Man from Albert Einstein alerting the U.S. that Germany might be building an atomic bomb (although some scientists say such a feat is impossible) and detailing the significant destruction such a weapon could cause.


Hiroshima
Hiroshima from Albert Einstein alerting the U.S. that Germany might be building an atomic bomb (although some scientists say such a feat is impossible) and detailing the significant destruction such a weapon could cause.


Nagasaki
Nagasaki from Albert Einstein alerting the U.S. that Germany might be building an atomic bomb (although some scientists say such a feat is impossible) and detailing the significant destruction such a weapon could cause.



U s occupation of japan 1945 1952
U.S. Occupation of Japan (1945-1952) the following months)

  • under the guidance of General Douglas MacArthur, the U.S. set out to demilitarize and democratize Japan

  • Lots of financial aid

  • Political Changes: wrote a new constitution

    • Institution of democracy – the emperor remains a ceremonial figure, but all power rests with the people

    • Extended equal rights to women and protected additional civil liberties (e.g. free speech)

    • Eliminated the military (later allowed to have a self-defense force); Japan may never go to war again (“peace clause”)

  • Economic Changes:

    • Redistributed land to small farmers

    • Encouraged union organization


Supplemental summaries
Supplemental Summaries the following months)


Enforcement of the Volstead Act met the strongest resistance from

  • women

  • immigrants and big-city residents

  • westerners and southerners

  • businesspeople and labor leaders

  • evangelical Protestants


All of the following are true of Marcus Garvey, founder of the United Negro Improvement Association, EXCEPT he

  • promoted the resettlement of American blacks in Africa

  • advocated the idea of developing an elite “talented tenth” to lead African-American progress

  • inspired strong feelings of self-confidence and self-reliance among blacks

  • was convicted of mail fraud and deported by the U.S. government

  • sponsored black-owned business enterprises


During the 1920s, the Supreme Court the United Negro Improvement Association, EXCEPT he

  • often ruled against progressive legislation

  • rigorously upheld the antitrust laws

  • generally promoted government regulation of the economy

  • staunchly defended the rights of organized labor

  • upheld laws providing special protection for women


America’s major foreign-policy problem in the 1920s was addressed by the Dawes Plan, which

  • ended the big-stick policy of armed intervention in Central America and the Caribbean

  • established a ratio of allowable naval strength between the United States, Britain, and Japan

  • condemned the Japanese aggression against Manchuria

  • aimed to prevent Germany re-armament

  • provided a solution to the tangle of war-debt and war-reparations payments


The Reconstruction Finance Corporation was established to addressed by the Dawes Plan, which

  • provide money for construction of dams on the Tennessee River

  • lend money for federal public works projects

  • provide direct economic assistance to labor

  • make loans to businesses, banks, and state and local governments

  • outlaw yellow dog (antiunion) contracts


The phrase “Hundred Days” refers to addressed by the Dawes Plan, which

  • the worst weeks of the Great Depression

  • the time it took for Congress to begin acting on President Roosevelt’s plans for combating the Great Depression

  • the first weeks of Franklin Roosevelt’s presidency

  • the “lame-duck” period between Franklin Roosevelt’s election and his inauguration

  • the last ditch effort of Hoover to drive through conservative legislation before leaving office


Senator Huey P. Long of Louisiana gained national popularity by

  • advocating social justice for all

  • blaming Jews for the Depression

  • supporting a $200/month old-age pension

  • running on the Democratic ticket with Franklin Roosevelt

  • promising to give every family $5000


As a result of the 1937 “Roosevelt recession,” by

  • Roosevelt backed away from further economic experiments

  • Roosevelt adopted Keynesian (planned deficit spending) economics

  • Social Security taxes were reduced

  • Republicans gained control of the Senate in 1938

  • much New Deal legislation was ruled unconstitutional


Japan believed that it was forced into war with the United States because Franklin Roosevelt insisted that Japan

a. withdraw from the Dutch East Indians

b. leave China

c. renew its trade with America

d. break its treaty of nonaggression with Germany

e. remove the Emperor from power


In the Munich Conference States because Franklin Roosevelt insisted that Japan

a. Hitler agrees to form an alliance with Italy and Japan

b. the Big Three agreed to demand unconditional surrender from the Germans and the Japanese

c. The United States promised Germany that it would remain neutral in the war

d. the Nazis worked out the details of the Final Solution

e. Britain and France gave in to Hitler’s territorial demands


The provision of the Atlantic Charter signed by Roosevelt and Churchill in 1941 included

a. self-determination for oppressed peoples and a new international peacekeeping organization

b. a permanent alliance between Britain, the United States, and the Soviet Union

c. a pledge to rid the world of dictators and to establish democratic governments in Germany and Italy

d. an agreement to oppose Soviet communism, but only after Hitler was defeated

e. plans for dividing territories won during World War II


During World War II and Churchill in 1941 included

  • labor unions declared a self-imposed moratorium on strikes

  • farm production declined

  • for security reasons, the bracero program with Mexico was temporarily halted

  • production of consumer goods doubled

  • labor unions substantially increased their membership


Most of the money raised to finance World War II came through

  • tariff collections

  • borrowing

  • raising income taxes

  • voluntary contributions

  • corporate profits


The tide of Japanese conquest in the Pacific was turned following the Battle of

  • Leyte Gulf

  • the Java Sea

  • the Coral Sea

  • Iwo Jima

  • Midway


To end
…To End following the Battle of

  • Should the United States’ use of atomic bombs be considered crimes against humanity?


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